You are here: Home Knowledge Base Economy Reinventing Education Proposals Youth Ministry Solution - Reinventing Education
Symposium 2011

Proposal - Youth Ministry Solution - Reinventing Education

The Challenge

Global competition and the global financial crisis have put additional pressures on education programs around the world—what they should deliver, how they should be delivered and how they should be ...

Global competition and the global financial crisis have put additional pressures on education programs around the world—what they should deliver, how they should be delivered and how they should be financed in terms of the relative contributions of the public and private sectors.

My belief is that the Global Education System is in crisis, putting the long term future of global economy in question. I have set below few solutions which are not quick fixes but long term missions which will have huge impact on children, talent of individuals, society and the economy as a whole.

In order to resolve one of the biggest challenges of this Century and to ensure we produce masses of talented, passionate individuals who will be able to carry the future into an unpredictable era, we need to shift our mindset and redefine our goals. We need to think forward and when thinking of reforming the policies we need to keep in mind we are educating children who will retire in 2065, the concept of unpredictability must be taken into account. We can not reinvent education if the goals are preset old and archaic.

The first aim is to redefine our goals and widen our horizon and vision. A mind shift from a goal which concentrates on the efficiency of the system to one which is solely focused on students. In the past decade we have ignored the fact that an efficient system is based on efficient students and have unfortunately worked towards an efficient system with the intention that efficient students will be the by product of such a system. The experience has proven that running the system for the sake of the system has produced uncreative, unproductive students. We need to focus the goal to be of learning which means to inspire our students to become lifelong learners with a love of education. The onus of the new goal is not only on school administrator but on all stakeholders which includes teachers, parents and students who all need to enforce the new goal.

In order to reinvent the education system we need to renew the learning environment and a learning environment cannot be changed without fundamentally changing the teaching methods and setting new goals for teachers. The teachers role should not be limited to transferring static package of information. Instead the role of teachers and parents should beto enable students to learn so as to release their full potential, talents and energy. So the child is able to identify what inspires him or her to do and decide what to become.

The role of the teachers cannot be changed without changing the role of the administrators. The administrators role has to shift from being a controller through a traditional hierarchy to enablers in order to liberate their energies and talents so they in return love what they teach and plant the love of education in children.

In addition to setting new goals, new values need to be set, values which will create passion for continuous learning. What lacks today among the children is passion to learn, unfortunately they follow their mundane routine of going to schools in vain, without passion to learn and to do in vain will create masses of unskilled unproductive candidates to take the next generation forward. We need to produce generations who do not limit learning to schools only but have a passion to self develop and improve their skills.

New Technology and digital learning are some of the new tools of the 21st Century which can be used to reinvent education, but they are not the only tools.There are basic tools which does not cost money but only requires shift of attitude and mindset and a bit of adaptation.

Also children of today are different from children of the past and teachers have to adapt their personalties to meet the new goals with children of today.One of the key tools to achieving the new goals is how the communication is conducted between teachers and students. Communication needs to be shifted from command of top downwards to communication which helps the students to solve problems, produce new insights and to be able to have discussions and raise questions and the role of the teacher should be to act as a guiding principle.

The above solutions are not independently exclusive they need to work hand in hand interdependently to produce the maximum results. In order to reinvent the education, we are not required to reinvent the wheel.

All children are talented.It is not about just producing a literate generation but a creative generation. In reforming education system, we need to think long and hard on identifying the root cause of problems, setting new long terms, courageous to shift from old attitude, practices, hierarchy, and most impartially avoid quick fixes because they always fail us in the long term and, we need to design a long term vision and form solutions which will be sustainable and easy to manage over a long term for a long term to achieve the new goals and beyond.

The most important requisite for educators to change the education system is that they need to believe in the change they wish to effect and they need to start with the basics, with students in the classroom to effect any lasting change. If a change can be introduced and instilled within 10 students, then this change can be brought to 10,000 , then 10 million and then children all over the world and then we will see the real change.

    Related Proposals

    Proposal
    Symposium 2011

    Reinventing Education

    The ubiquitous phrase ‘back to the blackboard’ is often used to describe something that is deficient and that needs to be partially or fully reworked. Some economists like Wössmann or researchers ...

    The ubiquitous phrase ‘back to the blackboard’ is often used to describe something that is deficient and that needs to be partially or fully reworked. Some economists like Wössmann or researchers at the OECD might apply the same reasoning to the education systems of many industrialized countries; hence the idea that education needs to be ‘reinvented’. From the empirical findings and commentary presented in the accompanying ‘Background Paper’ to this session, we have put together some solutions which we present to the panel as an input for their deliberations at the Global Economic Symposium in October 2011. 1. What matters most

    Polity, Academia, Business, Civil Society
    Proposal
    Symposium 2011

    Reinventing Education

    There appears to be no common global understanding of an appropriate competency profile, neither for people on a basic educational level nor for more advanced levels. We need to understand, that cultu ...

    There appears to be no common global understanding of an appropriate competency profile, neither for people on a basic educational level nor for more advanced levels. We need to understand, that cultures and traditions as well as status of technology/economic development have a substantial influence on opinions and perceptions on this matter. Language and writing also appear to have a major impact on skills required. It would be useful to develop a set of internationally agreed and accepted standard competency profiles, which need to be differentiated to receive global acceptance. Guiding principle for these competency profiles should be the

    Polity, Academia
    Proposal
    Symposium 2011

    Reinventing Education

    “Back to the Blackboard,” as an approach to the task of “reinventing” education suggests that the aim of the effort is not necessarily to create something completely new. It is, rather, to ree ...

    “Back to the Blackboard,” as an approach to the task of “reinventing” education suggests that the aim of the effort is not necessarily to create something completely new. It is, rather, to reexamine the goals, assumptions and the existing structures of the education enterprise, as a step towards evaluating proposals to improve educational processes and outcomes. This caveat is particularly important for emerging economies struggling to invest additional funds in education. The plausible belief that the metrics and the high-end technologies adopted by developed countries accounted for their success can drive late-starters to take the same direction. Countries with cash

    Polity, Academia, Business, Civil Society
    Proposal
    Symposium 2011

    Reinventing Education

    The Challenge Africa has always been at the receiving end particularly in the field of Education, Economy and Technology. In the modern world of global competition, developing countries will have to l ...

    The Challenge Africa has always been at the receiving end particularly in the field of Education, Economy and Technology. In the modern world of global competition, developing countries will have to learn from the experiences of industrially developed countries, tap the potential of the various technologies and apply them in modified forms to suit their own needs and circumstances. While advanced countries have solutions and resources of all sorts and are looking for problems, developing countries have myriad problems and limited resources and are looking for solutions. The challenge then is to find meaningful collaboration for the benefit of all

    Polity, Academia, Business, Civil Society
    Proposal
    Symposium 2011

    Inclusive education needs the best pedagogues

    Proposed Solutions – Inclusive education needs the best pedagogues Global Economic Symposium 2011 Aart De Geus, Bertelsmann Stiftung Education should be looked at from a holistic perspective. It is ...

    Proposed Solutions – Inclusive education needs the best pedagogues Global Economic Symposium 2011 Aart De Geus, Bertelsmann Stiftung Education should be looked at from a holistic perspective. It is the key for economic growth and social cohesion, it is essential for any individual to find their identity and purpose in life; it enables people to participate in society and in the labour market. Education is more than the school system – it starts with birth and continues throughout the whole life. Education is a value in itself: it does not need to solve all other problems. Thus, schools cannot fulfil

    Polity, Academia, Civil Society